Yesterday we learned that 1 centimeter is about the length across your pinky finger and that 100 centimeters is a meter. We estimated objects around the classroom to see what objects were about 10 centimeters and 100 centimeters long. Today we will be measuring the length of the sides of two-dimensional shapes. In today’s lesson, we review estimation and measurement of length. we then compare measurements.
Math4u grade 2 first term
ماث فور يو جريد 2
math grade 2 first term
math grade 2 first term
شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
Mathematics Teacher`s Guide primary 2
Math primary 2 first term lesson 47
Learn (40 minutes)
Learn (40 minutes)
Directions
Directions
1.TEACHER SAY: Let’s review. Take out a pencil.
STUDENTS DO: Take out a pencil.
TEACHER SAY: Think about the benchmark lengths we explored yesterday—1, 5, 10, and 100 centimeters. Look at your pencil and make an estimate of its length. Whisper it into your hands.
STUDENTS DO: Whisper estimate into hands.
TEACHER SAY: Now that you have an estimate, let’s find out how long your pencil actually is.
Take out your ruler and measure your pencil. Remember to line up the pencil along the ruler starting on the left side at the zero and following along the ruler to find the end of the pencil and the length.
STUDENTS DO: Take out ruler and measure pencil.
TEACHER SAY: If your estimate was close to your measurement, stand up next to your chair. If your estimate was pretty close, stay seated. If your estimate was not close at all, squat down next to your chair. We are still learning, so it is okay if you need more practice.
STUDENTS DO: Stand, sit, or squat depending on their estimates and measurements. Return to seat when asked.
TEACHER DO: Observe students’ responses.
2.TEACHER SAY: You will work in groups to measure the length of one side of a shape. Each group will get a set of shapes to measure.
TEACHER DO: Display a construction paper pentagon on the board.
TEACHER SAY: This pentagon has 5 sides. When I look at this side I can estimate that it is larger than 10 centimeters since I remember from yesterday about how long 10 centimeters would be. I estimate it is about _____ centimeters.
TEACHER DO: Write on the board: Estimate = _____ centimeters.
TEACHER SAY: Now I need to find the exact measurement, so I am going to Model how to measure one side of this pentagon.
TEACHER DO: Model measuring one side of the pentagon. Record the measurement on the board.
TEACHER SAY: You will measure one side of each shape. After you measure one side of a shape, take another shape from the set and measure one of its sides. Measure as many shapes as you can until you hear 3 claps. Take out your student book and turn to page Lesson 47: Apply.
STUDENTS DO: Take out student book and turn to page Lesson 47: Apply.
TEACHER DO: Use Calling Sticks to form groups of 4 or 5. Direct students to take the student book and ruler and move to sit with their group. Give each group a set of shapes.
STUDENTS DO: When name is called, sit with their group. Measure sides of shapes and record findings.
TEACHER DO: Walk around the room to support students. Notice who is having difficulty measuring. When 5 minutes are left, use an Attention Getting Signal and have students go back to their seats.
STUDENTS DO: Return to their seats.
TEACHER SAY: Wow. You did a lot of great measuring today. Your practice is really paying off.
TEACHER DO: If time allows, have students measure a few objects around the room for more practice. At the end of the Learn segment, have students return to their seats and put away the student book.
STUDENTS DO: Return to their seats and put away the student book.
Reflect (5 minutes)
Directions
1.TEACHER SAY: Today we measured the sides of some two-dimensional shapes and compared their lengths. Tomorrow we are going to look at more shapes, but instead of being fl at, two-dimensional shapes, they will look like these.
TEACHER DO: Hold up the ball, the can, and the box.
TEACHER SAY: Look at these shapes and think about how you might measure them. Could we measure a side? What else could we measure? How might it be a little more challenging to measure these shapes than the ones we measured today? Th ink for a minute. Give me a Thumbs Up when you have ideas to share.
STUDENTS DO: Th ink about measuring three-dimensional shapes. Give a Thumbs Up when they have an idea. Selected students share their thinking.
TEACHER SAY: I heard lots of interesting ideas about measuring these types of shapes. We will explore these shapes more tomorrow. Good work today.
